Education Sciences

15 pages, 258 KiB

Open AccessArticle

The Change in Entrance Exam Requirements for Medical School: Impact on Prior Performance, Entrance Exam Success, and Study Achievement

by Minna Hallia, Petri Kulmala, Jouni Pursiainen and Pentti Nieminen

Educ. Sci. 2025, 15(6), 683; https://doi.org/10.3390/educsci15060683 (registering DOI) - 31 May 2025

Abstract

The medical profession is a prestigious position that requires very extensive higher education, to which only a small proportion of applicants are accepted. Changes in selection criteria can profoundly impact applicants’ pre-educational choices, early medical studies, and the characteristics of future medical professionals. [...] Read more.

The medical profession is a prestigious position that requires very extensive higher education, to which only a small proportion of applicants are accepted. Changes in selection criteria can profoundly impact applicants’ pre-educational choices, early medical studies, and the characteristics of future medical professionals. This study assesses the impact of changing the admission requirements of medical schools in Finland. We examined two cohorts of students admitted to the University of Oulu’s medical school: 2009–2011 (n = 316) and 2013–2015 (n = 339). The first cohort prepared for the entrance exam with a field-specific book, while the second cohort focused on secondary school subjects such as biology, chemistry, and physics. We analysed the effects of the changes on accepted students’ profiles and the relationship between their prior performance, entrance exam success, and performance in medical studies. Changing the entrance exam content did not significantly alter accepted students’ profiles or ease access for recent matriculants. However, minor changes in correlations between prior performance, entrance exam performance, and medical study success were observed. The entrance exam’s predictive power for academic success was weak in both admission periods. This comparative study found that changing the entrance exam material did not notably influence the characteristics of accepted students. The changes to the selection criteria appear to have a minor impact on the actual success of students studying medicine. Regardless of the selection criteria, those who are accepted typically demonstrate strong learning capabilities. Despite modifications in the required entry-level knowledge, students with strong skills are admitted. Full article

22 pages, 3481 KiB

Open AccessArticle

Teaching Phonics and Vocabulary Through Children’s Literature in Early Childhood Initial Teacher Education: Trial of the Non-Scripted Intentional Teaching (N-SIT) Tool

by Stacey Campbell, Michelle M. Margaret Neumann and Lesley Friend

Educ. Sci. 2025, 15(6), 684; https://doi.org/10.3390/educsci15060684 (registering DOI) - 30 May 2025

Abstract

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to [...] Read more.

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

(This article belongs to the Special Issue Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education)

19 pages, 444 KiB

Open AccessArticle

Graduate Student Engagement and Digital Governance in Higher Education

by Miray Doğan and Hasan Arslan

Educ. Sci. 2025, 15(6), 682; https://doi.org/10.3390/educsci15060682 (registering DOI) - 30 May 2025

Abstract

This study explores graduate students’ perceptions of and experiences with digital governance in higher education, using data from semi-structured interviews with thirty participants. A qualitative research design guided the investigation, addressing six research questions related to the definition, roles, effectiveness, required skills, challenges, [...] Read more.

This study explores graduate students’ perceptions of and experiences with digital governance in higher education, using data from semi-structured interviews with thirty participants. A qualitative research design guided the investigation, addressing six research questions related to the definition, roles, effectiveness, required skills, challenges, and opportunities of digital governance. The findings reveal varying levels of familiarity with digital governance, often linked to concepts of e-government and efficient decision-making. However, many participants lacked a deep understanding of the term. Key roles of digital governance identified include improved data management, enhanced transparency, and increased inclusivity in decision-making processes. The study also highlights significant challenges, such as inadequate infrastructure, inconsistent implementation, and a lack of formal training in digital governance. Despite these barriers, digital governance offers practical benefits, including streamlined administrative processes, better accessibility, and improved research outcomes. Participants emphasized the importance of digital skills education but noted that weak infrastructure and limited curricular integration hinder skill development. Opportunities identified include greater efficiency, expanded access to education, and better support for marginalized groups. The study concludes with recommendations for a holistic approach, combining education reform, infrastructure improvement, and stakeholder collaboration to optimize the benefits of digital governance in higher education. These insights provide valuable guidance for policymakers and educators seeking to enhance digital governance in academic institutions. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

18 pages, 1609 KiB

Open AccessArticle

Children’s Drawing and Graphic Development: An Empirical Study of the Developmental Stages According to Lowenfeld

by Paula Gil-Ruiz, Victoria Martinez-Verez, William Ospina Toro and Walter Castañeda Marulanda

Educ. Sci. 2025, 15(6), 681; https://doi.org/10.3390/educsci15060681 (registering DOI) - 30 May 2025

Abstract

Children’s graphic development reflects cognitive, emotional, motor and social processes, and is an indicator of the infant’s integral development. This study analyzed the validity of Viktor Lowenfeld’s developmental model in children aged 3 to 5 years, assessing whether the stages proposed by the [...] Read more.

Children’s graphic development reflects cognitive, emotional, motor and social processes, and is an indicator of the infant’s integral development. This study analyzed the validity of Viktor Lowenfeld’s developmental model in children aged 3 to 5 years, assessing whether the stages proposed by the author correspond to the patterns of graphic representation currently observed. A mixed design with a descriptive–comparative approach was used. The sample consisted of 218 drawings collected in educational centers in Madrid. Each drawing was evaluated according to criteria derived from Lowenfeld’s model (stroke, motor control, symbolism, use of color, spatial organization) and classified into one of the five developmental stages. The analysis included descriptive statistics, chi-squared tests (χ² = 104.92, gl = 10, p < 0.0001), and Spearman correlations (ρ = 0.661, p < 0.0001), in addition to qualitative interpretation by inter-rater consensus. The results confirm that the general graphic sequence follows Lowenfeld’s scheme, but with notable variations in the age of onset of each stage. Pre-schematic manifestations were observed in children as young as 3 years old and persistence of scribbling in some 5-year-olds. These findings point to the influence of individual, sociocultural, and technological factors on the rate of graphic development. Lowenfeld’s model remains a valid framework for observing children’s drawing, but its application should be flexible. Interindividual differences and contemporary visual culture require a pedagogical adaptation that addresses the diversity of developmental rhythms. Its integration with inclusive methodologies and future cross-cultural studies is suggested. Full article

21 pages, 1846 KiB

Open AccessArticle

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

by Sophie Grace King, Jonathan David Bostic, Toni A. May and Gregory E. Stone

Educ. Sci. 2025, 15(6), 680; https://doi.org/10.3390/educsci15060680 - 30 May 2025

Abstract

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a [...] Read more.

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants. A purposeful, representative sample of over 1000 students from rural, suburban, and urban districts across the USA were administered PSM-CAT followed by a survey. Approximately 100 of those students were interviewed following test administration. Findings indicated that (1) participants engaged in the PSM-CAT as desired and found it highly usable (e.g., most respondents were able to use and find the calculator and several students commented that they engaged with the test as desired) and (2) the benefits from testing largely outweighed any negative outcomes (e.g., 92% of students interviewed had positive attitudes towards the testing experiences), which in turn supports consequences from testing validity evidence for PSM-CAT. This study provides an example of a usability study for educational testing and builds upon previous calls for greater consequences of testing research. Full article

(This article belongs to the Special Issue Innovations in Mathematics Education: Evaluation, Research and Practice)

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17 pages, 267 KiB

Open AccessArticle

Language Analyses of Multicultural Text Discussions: How Preservice Teachers Reflect on Their Own Talk About Multilingual Texts

by Lindsey W. Rowe and Katie McGee

Educ. Sci. 2025, 15(6), 679; https://doi.org/10.3390/educsci15060679 - 30 May 2025

Abstract

We present data from a qualitative study examining how one class of preservice teachers (PSTs; n = 34) engaged in book club discussions about young adult literature featuring multilingual text and protagonists. Data focus on audio recordings and written reflection notes from a [...] Read more.

We present data from a qualitative study examining how one class of preservice teachers (PSTs; n = 34) engaged in book club discussions about young adult literature featuring multilingual text and protagonists. Data focus on audio recordings and written reflection notes from a book club meeting where PSTs were asked to analyze transcripts of their previous book club conversations to explore their stances related to multilingualism. We ask the following questions: (1) What moments of their own previous talk during book club discussions about multilingual texts did PSTs select to analyze, and what reasons did they state for selecting those moments? (2) How did PSTs reflect on these moments during group discussion? and (3) What larger ideologies or discourses were manifested in these reflective discussions? We used descriptive coding to identify the topics of their selected events and rationales for selection, as well as tools of microethnographic and critical discourse analysis to consider how PSTs discussed and reflected on their own and others’ stances and how these conversations pointed to broader ideologies about multilingualism and the experiences of multilingual students. Full article

(This article belongs to the Special Issue Bilingual Education in a Challenging World: From Policy to Practice)

22 pages, 1995 KiB

Open AccessSystematic Review

Augmented Reality in Higher Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2023

by Gege Li, Heng Luo, Di Chen, Peiyu Wang, Xin Yin and Jiakai Zhang

Educ. Sci. 2025, 15(6), 678; https://doi.org/10.3390/educsci15060678 - 29 May 2025

Abstract

Augmented reality (AR) has been widely used in higher education because of its unique characteristics that combine virtuality and reality. This study systematically reviewed the literature on the application of AR in higher education between 2000 and 2023. A total of 237 articles [...] Read more.

Augmented reality (AR) has been widely used in higher education because of its unique characteristics that combine virtuality and reality. This study systematically reviewed the literature on the application of AR in higher education between 2000 and 2023. A total of 237 articles were selected, and the key research findings were analyzed and synthesized based on the coding manual from five aspects: basic information, disciplines, technology features, instructional design, and research results. The results revealed interesting findings regarding AR literature in terms of publication trends and applied disciplines, technical features and affordances, instructional design, and learning outcomes and measurement methods. Furthermore, a meta-analysis was conducted on 60 experimental studies selected from the literature to examine the overall effectiveness of AR-based instructions. The results indicate that AR applications in higher education tend to have a large overall effect size (g = 0.896, 95% confidence interval = [0.685–1.107], p = 0.000), with two significant moderators: instructional function and learning outcomes. Additional sensitivity and publication bias analyses confirmed the robustness of the meta-analytic findings. Based on these results, four implications for educational practice and research investigating AR-supported higher education were proposed and discussed. Full article

18 pages, 235 KiB

Open AccessArticle

Insights into Gifted Development: The Influence of Childhood, Learning Environments, and Family from Gifted Adults Perspectives

by Shirley Miedijensky

Educ. Sci. 2025, 15(6), 677; https://doi.org/10.3390/educsci15060677 - 29 May 2025

Abstract

This study, employing an interpretative qualitative method, explored the childhood experiences of 34 gifted adults aged 26–50, aiming to understand how these early encounters shaped their lives. Themes emerged from semi-structured interviews, encompassing the gifted adult today, childhood experiences, ‘my second childhood’, and [...] Read more.

This study, employing an interpretative qualitative method, explored the childhood experiences of 34 gifted adults aged 26–50, aiming to understand how these early encounters shaped their lives. Themes emerged from semi-structured interviews, encompassing the gifted adult today, childhood experiences, ‘my second childhood’, and giftedness from a mature perspective. The majority expressed a connection with like-minded individuals and a desire to work with those who stimulate creativity and learning. While pull-out programs enriched knowledge and skills, the label “gifted” often led to social and emotional challenges, particularly in regular school settings. The participants highlighted supportive family environments and unique relationships with parents and grandparents. Many believed their talents, often rooted in genetics or upbringing, extended beyond measurable tests. Notably, respondents expressed a sense of unfulfilled giftedness in adulthood. The findings contribute to understanding giftedness theoretically and provide practical insights for education ministries, educators, and families in designing programs for gifted individuals. Full article

17 pages, 1357 KiB

Open AccessArticle

Large Language Model and Traditional Machine Learning Scoring of Evolutionary Explanations: Benefits and Drawbacks

by Yunlong Pan and Ross H. Nehm

Educ. Sci. 2025, 15(6), 676; https://doi.org/10.3390/educsci15060676 - 29 May 2025

Abstract

Few studies have compared Large Language Models (LLMs) to traditional Machine Learning (ML)-based automated scoring methods in terms of accuracy, ethics, and economics. Using a corpus of 1000 expert-scored and interview-validated scientific explanations derived from the ACORNS instrument, this study employed three LLMs [...] Read more.

Few studies have compared Large Language Models (LLMs) to traditional Machine Learning (ML)-based automated scoring methods in terms of accuracy, ethics, and economics. Using a corpus of 1000 expert-scored and interview-validated scientific explanations derived from the ACORNS instrument, this study employed three LLMs and the ML-based scoring engine, EvoGrader. We measured scoring reliability (percentage agreement, kappa, precision, recall, F1), processing time, and explored contextual factors like ethics and cost. Results showed that with very basic prompt engineering, ChatGPT-4o achieved the highest performance across LLMs. Proprietary LLMs outperformed open-weight LLMs for most concepts. GPT-4o achieved robust but less accurate scoring than EvoGrader (~500 additional scoring errors). Ethical concerns over data ownership, reliability, and replicability over time were LLM limitations. EvoGrader offered superior accuracy, reliability, and replicability, but required, in its development a large, high-quality, human-scored corpus, domain expertise, and restricted assessment items. These findings highlight the diversity of considerations that should be used when considering LLM and ML scoring in science education. Despite impressive LLM advances, ML approaches may remain valuable in some contexts, particularly those prioritizing precision, reliability, replicability, privacy, and controlled implementation. Full article

(This article belongs to the Special Issue Exploring the Future of Science Education with AI Technologies: Opportunities and Challenges)

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15 pages, 547 KiB

Open AccessArticle

Training a Special Education Teacher to Implement a Universal Protocol Treatment Package: Effects on Challenging Behaviors

by Ronald William DeMuesy, Jr. and Alyson Clark-Shofar

Educ. Sci. 2025, 15(6), 675; https://doi.org/10.3390/educsci15060675 - 29 May 2025

Abstract

Effective teacher training is critical for improving student outcomes. Behavior Skills Training (BST), which consists of instruction, modeling, role play, and feedback, has been demonstrated to be effective for training teachers, staff, and peers to deliver a wide range of interventions to individuals [...] Read more.

Effective teacher training is critical for improving student outcomes. Behavior Skills Training (BST), which consists of instruction, modeling, role play, and feedback, has been demonstrated to be effective for training teachers, staff, and peers to deliver a wide range of interventions to individuals with disabilities. This study examined the effects of using BST to train a teacher to implement a Universal Protocol treatment package. The Universal Protocol package included procedures for building rapport, identifying the potential triggers of challenging behavior, and making data-based decisions on the type and intensity of services required. A multiple-baseline design across school settings (e.g., reward, work, transition) demonstrated a functional relation of BST with the correct implementation of the Universal Protocol. Student problem behaviors appeared to be sensitive to teacher implementation of the Universal Protocol. Limitations and future directions are presented. Full article

(This article belongs to the Special Issue Training Special Education Teachers and Staff to Use Evidence-Based Practices)

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18 pages, 263 KiB

Open AccessArticle

Investigating AI Chatbots’ Role in Online Learning and Digital Agency Development

by Irina Engeness, Magnus Nohr and Trine Fossland

Educ. Sci. 2025, 15(6), 674; https://doi.org/10.3390/educsci15060674 - 29 May 2025

Abstract

The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication [...] Read more.

The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing teachers’ Professional Digital Competence (PDC). The study pursues two connected aims: (1) to examine how chatbots support content comprehension, self-regulated learning, and engagement among pre- and in-service teachers, and (2) to explore, through a cultural-historical perspective, how chatbot use contributes to the development of students’ digital agency. Based on data from 46 students, collected through structured questionnaires and follow-up interviews, the findings show that chatbots functioned as interactive learning partners, helping students clarify complex concepts, generate learning resources, and engage in reflection—thereby supporting their PDC. At the same time, chatbot interactions mediated learners’ development of digital agency, enabling them to critically interact with digital tools and navigate online learning environments effectively. However, challenges such as over-reliance on AI-generated responses, inclusivity issues, and concerns regarding content accuracy were also identified. The results underscore the need for improved chatbot design, pedagogical scaffolding, and ethical considerations in AI-assisted learning. Future research should explore the long-term impact of chatbots on students’ learning and the implications of AI-driven tools for digital agency development in online education. Full article

(This article belongs to the Special Issue Agency in Teaching and Learning with Digital Technology: Opportunities and Challenges)

12 pages, 535 KiB

Open AccessArticle

Self-Concept and Self-Esteem: Relevant Variables in the Life Satisfaction of Teachers

by Óscar Gavín-Chocano, Guillermo Sanz-Junoy and David Molero

Educ. Sci. 2025, 15(6), 673; https://doi.org/10.3390/educsci15060673 - 29 May 2025

Abstract

Over the last two decades, the number of people who practice activities in the natural environment has increased and the demand for teachers for these activities has grown. It is necessary to analyze the impact of different psychosocial and emotional factors, such as [...] Read more.

Over the last two decades, the number of people who practice activities in the natural environment has increased and the demand for teachers for these activities has grown. It is necessary to analyze the impact of different psychosocial and emotional factors, such as self-concept, self-esteem, satisfaction with life and well-being, in teachers of special regime sports education, as regulated training in the Spanish educational system. The purpose of this study is to analyze the relationship between physical, emotional and social self-concept and self-esteem and to study the influence of self-esteem between self-concept and life satisfaction in teachers. The participants of the study were 788 teachers of special regime sports education, from the regulated training educational system of Spain. The instruments used were the Self-Concept-Scale-AF5, the Rosenberg Self-Esteem Questionnaire and the Satisfaction with Life Scale. To present the results of the study, a structural equation model, PLS-SEM, was developed based on the theoretical framework analyzed, with an explanatory-predictive approach. The evidence showed the coefficients of determination for self-esteem (R² = 0.395; Q² = 0.268) and life satisfaction (R² = 0.334; Q² = 0.237) as being the appropriate adjustment. The acquisition of an adequate self-concept and correct self-esteem allows practitioners of sports disciplines in the natural environment to have greater life satisfaction. Full article

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Graphical abstract

28 pages, 381 KiB

Open AccessArticle

Combining Space, Time, and Language in Active Learning Setups

by Pedro Juan Roig, Salvador Alcaraz, Katja Gilly, Cristina Bernad and Carlos Juiz

Educ. Sci. 2025, 15(6), 672; https://doi.org/10.3390/educsci15060672 - 29 May 2025

Abstract

Online education provides a wide range of possibilities in order to setup active learning environments. Different dimensions related to the teaching/learning process are available in such environments, although the focus in this paper is set on just three. Those are the space where [...] Read more.

Online education provides a wide range of possibilities in order to setup active learning environments. Different dimensions related to the teaching/learning process are available in such environments, although the focus in this paper is set on just three. Those are the space where this process takes place, the time when this process is undertaken, and the language in which this process is carried out. Some combinations of those three dimensions were deployed in a course on computer science in the current academic year, and the results obtained were compared to those achieved in the previous academic year with a traditional environment. Results exhibited an increase of over 17% in academic performance, as well as an increase of over 16% in success rate, which may be due to the motivation of the learners with this innovative approach. A T-test was applied to the results in both years, obtaining a p-value of 0.017, thus showing that the outcome obtained was statistically significant. However, the sample size was calculated considering the effect size attained, namely 0.64, as well as an alpha value of 0.05 and a power of 0.8, leading to the conclusion that the size of the sample involved, namely 30 learners, was not sufficient to detect the effect size desired. Therefore, further research should be carried out with larger groups. Full article

(This article belongs to the Special Issue STEM Education: Creative Designs and Models)

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18 pages, 500 KiB

Open AccessReview

Co-Designing Health-Related Digital Tools with Children: A Scoping Review of Current Practice

by Pauline Roberts, Fiona Boylan, Patricia R. Collins and Lennie Barblett

Educ. Sci. 2025, 15(6), 671; https://doi.org/10.3390/educsci15060671 - 29 May 2025

Abstract

An increased focus on research with rather than on or of participants provides challenges with the implementation of such research with children. This extends to participatory practices in which co-design is implemented towards developing a technology-based product or solving a problem particularly in [...] Read more.

An increased focus on research with rather than on or of participants provides challenges with the implementation of such research with children. This extends to participatory practices in which co-design is implemented towards developing a technology-based product or solving a problem particularly in the domain of health literacy. This systematic scoping review aimed to examine the practices of co-design with children to inform an interdisciplinary research team as they embarked on the development of a digital health literacy tool for young learners. While there were limited sources identified in the review (n = 11), it was ascertained the process of co-design is not clearly understood by all, and most research described implementation with older children or youth. A range of methods for co-design were identified, and the importance of an interdisciplinary approach was highlighted. Based on these findings, recommendations are made for successful co-design with young children towards digital products or solutions to problems that can be applied in health and other fields. Full article

(This article belongs to the Section Technology Enhanced Education)

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15 pages, 2539 KiB

Open AccessArticle

Homework, Households, and Hurdles: The Unexpected Drivers of Student Graduation Perceptions

by Daniel Alhassan, Zahra Fatah, Priscilla Mansah Codjoe, Caroline Bena Kuno and Dorcas Ofori-Boateng

Educ. Sci. 2025, 15(6), 670; https://doi.org/10.3390/educsci15060670 - 29 May 2025

Abstract

Students’ perceptions of their likelihood to graduate are important determinants of their academic engagement, yet these perceptions remain understudied. This study, which is based on the 2021 Monitoring the Future survey of 8th- and 10th-grade students in the United States, uses machine learning [...] Read more.

Students’ perceptions of their likelihood to graduate are important determinants of their academic engagement, yet these perceptions remain understudied. This study, which is based on the 2021 Monitoring the Future survey of 8th- and 10th-grade students in the United States, uses machine learning algorithms to identify the most important factors that influence these perceptions. Among the tested models, random forest provided the best classification performance. Using permutation-based feature importance, we identified frequent participation in schoolwork, maternal education, paternal education, and homework completion as the most important predictors of students’ graduation perceptions. These results highlight the importance of targeted and well-coordinated intervention measures and policy reforms that can boost students’ engagement in learning and parental education support, especially for students from underrepresented populations or low-income families. As such, this study provides evidence-based insights to guide educational strategies aimed at improving academic outcomes and reducing disparities by identifying key contributors to students’ views on graduating. Full article

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22 pages, 1128 KiB

Open AccessArticle

Will the Use of AI Undermine Students Independent Thinking?

by Roman Yavich

Educ. Sci. 2025, 15(6), 669; https://doi.org/10.3390/educsci15060669 - 28 May 2025

Abstract

In recent years, the rapid integration of artificial intelligence (AI) technologies into education has sparked intense academic and public debate regarding their impact on students’ cognitive development. One of the central concerns raised by researchers and practitioners is the potential erosion of critical [...] Read more.

In recent years, the rapid integration of artificial intelligence (AI) technologies into education has sparked intense academic and public debate regarding their impact on students’ cognitive development. One of the central concerns raised by researchers and practitioners is the potential erosion of critical and independent thinking skills in an era of widespread reliance on neural network-based technologies. On the one hand, AI offers new opportunities for personalized learning, adaptive content delivery, and increased accessibility and efficiency in the educational process. On the other hand, growing concerns suggest that overreliance on AI-driven tools in intellectual tasks may reduce students’ motivation to engage in self-directed analysis, diminish cognitive effort, and lead to weakened critical thinking skills. This paper presents a comprehensive analysis of current research on this topic, including empirical data, theoretical frameworks, and practical case studies of AI implementation in academic settings. Particular attention is given to the evaluation of how AI-supported environments influence students’ cognitive development, as well as to the pedagogical strategies that can harmonize technological assistance with the cultivation of autonomous and reflective thinking. This article concludes with recommendations for integrating AI tools into educational practice not as replacements for human cognition, but as instruments that enhance critical engagement, analytical reasoning, and academic autonomy. Full article

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22 pages, 534 KiB

Open AccessArticle

The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers’ Early Literacy Outcomes

by Pelusa Orellana, Maria Cockerill, Maria Francisca Valenzuela, Malva Villalón, Carmen De la Maza and Pamela Inostroza

Educ. Sci. 2025, 15(6), 668; https://doi.org/10.3390/educsci15060668 - 28 May 2025

Abstract

We examined the effects of shared reading workshops on children’s early literacy outcomes. Data was collected for 240 children, 144 of whom had their parents or caregivers participate in a shared reading workshop. The remaining 129 were included as a comparison group. Pre- [...] Read more.

We examined the effects of shared reading workshops on children’s early literacy outcomes. Data was collected for 240 children, 144 of whom had their parents or caregivers participate in a shared reading workshop. The remaining 129 were included as a comparison group. Pre- and post-intervention measures of HLLE, narrative skills, alphabet knowledge, and parental self-efficacy scores were collected. Findings show higher and statistically significant scores in alphabet knowledge and narrative skills for children whose parents implemented shared reading. Parental self-efficacy increased after participating in the workshops. Correlations between HLLE, parental self-efficacy, and children’s outcomes were low yet significant. To further investigate the role of HLLE as a mediator of children’s outcomes, we used structural equation modeling. Results show an interaction of HLLE on children’s narrative skills and alphabet knowledge. Full article

(This article belongs to the Section Language and Literacy Education)

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28 pages, 5468 KiB

Open AccessArticle

Enhancing Numerical Thinking Through Problem Solving: A Teaching Experience for Third-Grade Mathematics

by Roberto Carlos Torres-Peña, Darwin Peña-González, Jorge Luis Lara-Orozco, Edwan Anderson Ariza and Diego Vergara

Educ. Sci. 2025, 15(6), 667; https://doi.org/10.3390/educsci15060667 - 28 May 2025

Abstract

This study introduces a comprehensive educational intervention designed to strengthen numerical thinking in third-grade mathematics education through problem-solving. Anchored in Pólya’s problem-solving framework, this research employs a qualitative, descriptive methodology to design and assess a didactic unit. The intervention comprises six structured activities [...] Read more.

This study introduces a comprehensive educational intervention designed to strengthen numerical thinking in third-grade mathematics education through problem-solving. Anchored in Pólya’s problem-solving framework, this research employs a qualitative, descriptive methodology to design and assess a didactic unit. The intervention comprises six structured activities aimed at evaluating and enhancing students’ competencies in numerical thinking and problem-solving. This study’s findings reveal a marked improvement in students’ mathematical abilities, particularly in applying problem-solving techniques to various mathematical contexts. This progress highlights the intervention’s effectiveness in fostering critical thinking and boosting educational outcomes in mathematics. The proposed model demonstrates versatility, offering a scalable approach for enhancing mathematical competencies in diverse educational environments. By integrating Pólya’s systematic steps into instructional practices, this research contributes significantly to pedagogical strategies in mathematics. The innovative use of problem-solving as a learning and evaluation tool not only bridges theoretical and practical knowledge, but also provides a replicable framework for advancing numerical thinking. The methodological approach, which combines qualitative analysis with tangible classroom applications, underscores the potential for transforming mathematics education and improving students’ engagement and proficiency in the subject. Full article

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21 pages, 350 KiB

Open AccessArticle

Do Homework Effort and Approaches Matter? Regulation of Homework Motivation Among Chinese Students

by Jianzhong Xu

Educ. Sci. 2025, 15(6), 666; https://doi.org/10.3390/educsci15060666 - 28 May 2025

Abstract

Informed by multiple theoretical frameworks, our study examined multilevel models of homework motivation management among middle-schoolers in China. At the individual level, homework motivation management was positively associated with managing time, managing emotion, cognitive reappraisal, time on extracurricular activities, homework effort, and deep [...] Read more.

Informed by multiple theoretical frameworks, our study examined multilevel models of homework motivation management among middle-schoolers in China. At the individual level, homework motivation management was positively associated with managing time, managing emotion, cognitive reappraisal, time on extracurricular activities, homework effort, and deep approach. In addition, there was a positive correlation between homework motivation management and homework time at both individual and class levels. Our study expands previous research by revealing that homework motivation management was positively associated with homework effort and deep approach after accounting for other relevant constructs. The implications of these findings are discussed relating to homework practices and further investigations. Full article

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